Academic Student Performance

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2.1 INTRODUCTION Student motivation naturally has to do with students’ desire to engage in the learning process but it is additionally concerned with the reasons that underlies their involvement in academic activities. Since the focus of this study is on students’ academic course performance, certain factors affecting and motivating their academic performance will we buttressed such as the physical activities, social activities, emotional challenges, technology, parent’s involvement towards the academic of the student, lecturer’s involvement towards the academic of the student and the measures taken to lessen the gravity of the challenges. 2.2 STUDENT PERFORMANCE Some researchers use GPA to quantify student performance in order to determine…show more content…
Test performance is driven by factors other than physical activities performed at school and can usually be linked to physical activity behaviour. Additional information on how effective classroom based physical activity programs on academic performance such as grades and standardized test can provide a legitimate basis for why school systems should make policy changes to require more physical activity during the school day. It is also advised that students be monitored for several years in order to evaluate the chronic effects of a classroom based physical activity…show more content…
2003) found comparable results, they showed that academic achievement in the third grade was most strongly related to social ability and competence, rather than academic achievement, in the second grade. Similarly, Capara et al. (2000) found that changes in achievement in the eighth grade could be foreseen from closely observing children’s social competence in third grade. At the high school level, Scales et al. (2005) measured students’ level of ‘developmental assets’, (opportunities, skills, positive relationships, values and self-perceptions) and its relationship to academic achievement. In this study, seventh, eighth, and ninth grade students with more increased ‘developmental assets’ support the view that an elaborate focus on social and emotional development actively encourages academic achievement throughout middle and high
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